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All Journal Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Ilmiah Kedokteran Wijaya Kusuma Briliant: Jurnal Riset dan Konseptual QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Mandalika Mathematics and Educations Journal Inteligensi : Jurnal Ilmu Pendidikan Jurnal Pengabdian kepada Masyarakat Jurnal Pengabdian Masyarakat Kedokteran JME (Journal of Mathematics Education) Educational Studies and Research Journal E-Amal: Jurnal Pengabdian Kepada Masyarakat International Journal of Studies in International Education
Emanuel, Endrayana Putut Laksminto
Universitas Wijaya Kusuma Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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Conflicting narratives in student group dynamics when addressing exponential material contextual problems Emanuel, Endrayana Putut Laksminto; Soewardini, Herfa Maulina Dewi; Meilantifa, Meilantifa; Pradana, Radhitya Duta; Walida, Sikky El
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11038

Abstract

Commognitive conflict often occurs in students at the beginning of their. This study aims to describe commognitive conflict, based on narratives experienced by students when solving contextual problems on exponential material. This study is a qualitative study with purposive sampling. A total of 20 undergraduate students of the Mathematics Education as a participant. They worked on one problem independently for 30 minutes, then their work was grouped based on correct and incorrect results. The incorrect results were divided into two groups. Each group selected one person as a research subject. Their answers were clarified through in-depth semi-structured interviews to obtain information about the causes of the conflict. The results showed that the conflict caused by their understanding of the knowledge they gained in high school was not mastered properly. Students become confused and unsure of the accuracy of their answers and knowledge. However, ultimately, accepting the new knowledge conveyed by experts is one solution. This conflict can be minimized by repeating the material from high school, which can be in the form of worksheets or assignments, so that commognitive conflict is expected to prevent recurrence.
The Importance of Understanding Learning Models for Prospective Agriculture Vocational High School Teachers Dwi Haryanta; Pramita Laksitarahmi Isrianto; Marmi Marmi; Sunaryo Sunaryo; Endrayana Putut Laksminto Emanuel
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8729

Abstract

This study aims to examine the ability of teacher professional program students to identify instructional problems and formulate effective solutions through classroom action research, and develop a reflective learning model based on classroom action research findings to support teachers’ professional development. This qualitative research design adopted a transcendental phenomenological approach and involved 17 prospective Vocational High School (VHS) teachers participating in the Teaching Practicum Program in Purwosari, Pasuruan, and Gondang, Nganjuk. They were selected purposively based on data accessibility. Data were collected through classroom observations and semi-structured interviews and analyzed to identify patterns in problem identification, instructional decision-making, and the effectiveness of learning models implemented. The results showed that teachers improved their teaching practices by implementing student-centered strategies, such as project-based and problem-based learning, as well as other context-responsive approaches. The development of adaptive learning models that address both teacher and student needs led to improvements in average student achievement and higher completion rates of learning materials. The findings suggest that instructional quality in VHS, particularly in agribusiness, can be strengthened through the systematic application of reflective learning models grounded in classroom action research. Teachers should emphasize the development of classroom action research competencies to enable prospective teachers to diagnose instructional challenges and implement evidence-based solutions effectively.
Co-Authors Agusniar Furkani Listyani Amalia Chamidah Amalia Chamidah Ani Muzarotul Zakiyah Arwanto, Aji Restu Septian Asa Destary Ashfaq, Asia Ayly Soekanto Chamidah, Amalia Christi Matitaputty DS, Herfa Maulina Dwi Haryanta Emillia Devi D.Rianti, Emillia Devi Erny Erny Fadhilah Nur Aini Fatkul Anam Fatkul Anam Fuad Ama Gita Zaskia Zalianti Sulantik Hardiyono Hardiyono Hardiyono Hardiyono Herfa Maulina Dewi Soewardini Herfa Maulina Dewi Soewardini Iventri, Kuirinus Jayawarsa, A.A. Ketut Kirana, Anik Lilis Sulistyorini Listyawati, Agusniar Furkani Marmi Marmi Meidiana, Yova Gitti Meilantifa Meilantifa Meilantifa Meilantifa, Meilantifa MM, Ni Kadek Puspawati Saniscari Nadia Ulfiyanti Nathallia, Adhecristhiani Nur Shabirah Artanti Nurachmawati Meindah Sari Pradana, Radhitya Duta Pramita Laksitarahmi Isrianto Putu Oky Ari Tania R. Azizah Radhitya Duta Pradana Rustanto Rahardi Suharnanik Suharnanik Suhartono Sukma Sahadewa, Sukma Sunaryo Sunaryo Toto Nusantara Wahyuningtyas Puspitorini Walida, Sikky El Yuliani Yuliani